Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
FACULTY OF EDUCATION
Department of English Language and Literature
Diploma thesis
Brno 2011
Supervisor:
Author:
Announcement
I hereby declare that I have worked on this diploma thesis on my own and that I
used only the sources listed in the bibliography section.
Brno, 6 April 2011
Prohlen
Prohlauji, e jsem tuto diplomovou prci zpracovala samostatn a pouila jen
prameny uveden v seznamu literatury.
V Brn, dne 6. dubna 2011
Acknowledgements
I would like to express my gratitude and thanks to Mgr. Nadda Vojtkov for
her kind help, words of encouragement and valuable advice that she provided to me
during my work on this diploma thesis.
Brno, 6 April 2011
Annotation
This diploma thesis deals with young and teenage learners. Particularly,
it analyses their attitudes towards English language learning. The transition from
the lower to the upper-primary school grades usually marks a breaking point when the
adolescence begins and the learners attitudes change. Therefore, the thesis focuses
on the target group of teenagers and investigates how their attitudes and interest
in learning English change. The introductory section provides a theoretical background
to the studied phenomenon. The author discusses the characteristics of both young
and teenage learners. The issue is examined from the developmental psychology point
of view as well. In addition, methodology advice on how to approach and teach the two
respective groups is included as well. The practical part of this diploma thesis gives
the account of a case study that was conducted at a primary school. The practical survey
provides a constructive analysis of the changing attitudes in primary school learners.
Key words
attitudes to learning, developmental psychology, teenagers, young learners, motivation
Anotace
Tato diplomov prce je zamena na mlad a dospvajc ky zkladnch kol.
Zabv se zejmna analzou jejich pstupu k uen anglickho jazyka. Pechod
z prvnho na druh stupe zkladn koly je asto oznaovn jako zlomov okamik,
kdy zan obdob dospvn a postoje k se mn. Proto se prce zamuje na clovou
skupinu dospvajcch k a zjiuje, jak se jejich postoje a zjem o vuku anglitiny
mn. Autorka se v vodn sti vnuje charakteristice jak mladch, tak dospvajcch
k. Problematika je zkoumna tak z pohledu vvojov psychologie. Uveden
je rovn metodick pstup k vuce tchto dvou vkovch skupin. Praktick st tto
diplomov prce pojednv o ppadov studii, kter byla provedena na zkladn kole.
Praktick vzkum konstruktivn analyzuje mnc se postoje k na dan zkladn
kole.
Klov slova
mlad koln vk, motivace, pstup k uen, star koln vk, vvojov psychologie
Table of contents
INTRODUCTION .......................................................................................................... 7
1. THEORETICAL PART ............................................................................................. 9
1.1. Young Learners................................................................................................................................. 10
1.1.1. Definition and characteristics of young learners ......................................................................... 10
1.1.2. The development of childrens thinking and understanding ........................................................ 12
1.1.3. Teaching young learners .............................................................................................................. 13
1.1.4. Using games in teaching young learners ..................................................................................... 18
1.2. Teenage Learners .............................................................................................................................. 21
1.2.1. Definition of teenage learners...................................................................................................... 21
1.2.2. Young teenagers and features of adolescence ............................................................................. 21
1.2.3. Physical changes.......................................................................................................................... 22
1.2.4. Psychological changes ................................................................................................................. 24
1.2.5. Social changes ............................................................................................................................. 25
1.2.6. Teenage relation to family and peers ........................................................................................... 26
1.2.7. Teenage relation to school ........................................................................................................... 28
1.2.8. Thinking skills ............................................................................................................................. 30
1.2.9. Teenagers learning potential ...................................................................................................... 31
1.3. Teaching Teenagers .......................................................................................................................... 33
1.3.1. Teacher-teenager relationship...................................................................................................... 33
1.3.2. Appropriate teaching methods for teenagers ............................................................................... 35
1.3.3. Relevant topics for teenagers ....................................................................................................... 37
1.3.4. Teenagers and music ................................................................................................................... 37
1.3.5. Teenagers and game-like activities .............................................................................................. 38
1.3.6. Teenagers and entertainment ....................................................................................................... 38
1.3.7. Class knowledge and cross-curricular education ......................................................................... 38
1.3.8. Group and project work with teenagers ....................................................................................... 39
1.3.9. Role-play and movement with teenagers ..................................................................................... 40
1.3.10. Humour, variation and pace with teenagers............................................................................... 40
1.3.11. Teenage learner responsibility and autonomy ........................................................................... 41
1.3.12. Teenagers and technology ......................................................................................................... 42
1.3.13. Discussing and debating activities with teenagers ..................................................................... 43
1.3.14. Teenagers and discipline ........................................................................................................... 43
CONCLUSION ............................................................................................................. 79
BIBLIOGRAPHY ......................................................................................................... 82
INTERNET SOURCES ................................................................................................ 84
APPENDICES ............................................................................................................... 86
LIST OF GRAPHS ..................................................................................................... 103
Introduction
Generally, there has been a growing interest in the teaching of young learners.
However, teenagers make a large proportion of all learners of English as well. It is the
age of students that represents a major factor in teachers decisions about what and how
to teach. Therefore, it is obvious that successful learning happens when teachers are
able to address the needs of a particular age group.
One of the most common beliefs is that teaching teenagers is a difficult task.
Many English teachers would probably agree that it is hard to establish a good learning
atmosphere in a teenage classroom. It is also widely agreed that teenagers are less
motivated than other groups of learners.
The transition from the lower-primary to the upper-primary school grades
generally represents a breaking point. At this stage, children start entering the period of
adolescence and their attitudes to school change. While young children, especially those
up to the age of ten, show enthusiasm for learning, young teenagers usually lose interest
in learning.
This phenomenon is recognized as a very important factor affecting both
teaching and learning at primary schools. Since primary school teachers are
permanently facing problems related to this issue, it is worth examining.
This diploma thesis focuses on primary school learners and their attitudes to
learning English. In particular, it aims to investigate the changes in the interest in
learning English, when young learners enter upper-primary grades. The thesis is divided
into the theoretical and practical part.
The theoretical part provides the background information for the practical part of
this thesis. Firstly, it presents the definitions and characteristics of both young and
teenage learners. It describes their learning potential, motivation and attitudes towards
school and learning English. Since developmental psychology is crucial for
understanding how to effectively approach these two age groups, the issue is examined
from this point of view as well.
Secondly, the theoretical part includes methodology advice on how to teach both
young and teenage learners with regard to changes that they are undergoing. It intends
to define possible reasons why young teenagers lose interest in language learning and
how teachers can deal with this problem. Furthermore, the theoretical part focuses on
the possibilities of enhancing learner motivation.
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The practical part of this diploma thesis gives the account of a case study.
It provides a constructive analysis of the problem of changing attitudes in teenagers at a
particular primary school in Brno. The investigation was done specifically with the
intention to find out how the young learners attitudes and interest in learning change
when they enter upper-primary grades. Further, the case study focused on the current
situation in the target group of young teenagers. It aimed to describe and illuminate the
issues discussed in the theoretical part from the practical point of view.
Finally, this diploma thesis reports on the outcomes of the survey and provides
a conclusion on the studied phenomenon.
1. Theoretical Part
The theoretical part aims to provide background information for the practical
survey of this diploma thesis. It is divided into three subchapters.
The first one focuses on young learners. It presents the definition, specific
characteristics and learning potential of this age group. Teaching methodology
appropriate for young learners is discussed as well.
The second subchapter deals with young teenagers. It defines this age group
and describes the period of adolescence from the developmental point of view. Further,
teenage attitudes to school are discussed with regard to physical and psychological
changes that they are undergoing.
Finally, the third subchapter discusses in detail how to teach, motivate and
approach young teenagers in order to reach their full learning potential.
topic they are being taught. Their understanding comes not just from explanation, but
also from what they see and hear and, crucially, have a chance to touch and interact
with (The Practice of English Language Teaching 82).
Harmer also mentions that young learners find abstract concepts such as
grammar rules difficult to grasp (The Practice of English Language Teaching 82).
Halliwell develops this point further. She claims that the childrens capacity for
conscious learning of forms and grammatical patterns is still relatively undeveloped
(6). However, in contrast to this weakness in learning, they possess an enormous
instinct for indirect way of learning (Halliwell 6).
When discussing young learners, experts agree that their attention and
concentration span is very short. Harmer says that with their limited attention span,
unless activities are extremely engaging, they can get easily bored, losing interest after
ten minutes or so (The Practice of English Language Teaching 82).
Among other dominant features of young learners belongs their instinct for fun
and play. Halliwell says that children take great pleasure in finding and creating fun in
what they do (3). I think that this is also the reason why they are usually so enthusiastic
and positive about learning. Young children love to play, and learn best when they are
enjoying themselves. But they also take themselves seriously and like to think that what
they are doing is real work (Scott and Ytreberg 3). In fact, when teaching young
learners, game-like activities indeed are real work. Since games have a central role in
teaching young learners, this topic is dealt with separately in chapter Using games in
teaching young learners.
Scott and Ytreberg further claim that eight to ten year olds are already able to
discern between fact and fiction (3). However, Halliwell mentions that they still delight
in imagination and fantasy which, similarly to games, has a very constructive part to
play in the language classroom (7). It is worth realizing that the adult real world and the
childs world are not the same (Scott and Ytreberg 3). Halliwell explains that reality for
young learners still includes imagination and fantasy as well (7).
Finally, young children indulge in talking. Especially, they are keen to talk about
themselves. They respond well to learning that uses themselves and their own lives as
main topics in the classroom (Harmer, The Practice of English Language Teaching
82).
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knowledge of concepts that allow children to recognize and interpret new information
next time. Assimilation and accommodation processes work in a complementary way
with each other to give organisation to our ever-growing knowledge and understanding
(Shorrocks 263).
Piagets view also strongly advocates a child-centred approach to teaching. A
child-centred curriculum and methodology is widely recognized and applied in modern
practice where the childrens needs and interests are paramount. Nowadays, there is a
concern for the education of the whole child, including their moral, physical, emotional
and intellectual growth (Brewster 3-4).
Phillips summarizes that, As a general rule, it can be assumed that the younger
the children are, the more holistic learners they will be (7).
teachers of young learners are extensive. Teachers should be true professionals and
competent users of the foreign language to provide young learners with quality input.
Harmer comments that the teachers pronunciation really matters here, precisely
because young learners imitate it incredibly well (The Practice of English Language
Teaching 83).
It was already mentioned that the physical world is dominant for young learners
and they understand best through senses. Particularly, it is important to employ senses
of hearing, touch and vision into teaching. Therefore, Halliwell mentions that teachers
should make full use of gesture, intonation, demonstration, actions and facial
expressions to convey the meaning parallel to what they are saying (4).
What concerns classroom language, it is advisable to speak English as much of
the time as possible, because young learners are unlikely to have many opportunities to
hear English outside of the classroom. However, Scott and Ytreberg claim that it is up
to the teachers to decide how much mother tongue they use. Yet, they point out that
mime, acting, puppets and any other means should be frequently used to get the
meaning across when speaking English (Scott and Ytreberg 18).
It is agreed that appealing to senses always helps pupils to learn. Scott and
Ytreberg say that most activities for young learners should include movement and
involve senses. Teachers need to have plenty of objects and pictures to work with and
demonstrate what they want the pupils to do (Scott and Ytreberg 5). Phillips stresses the
importance of illustration as well. She mentions that, for example, vocabulary is best
learnt if the meaning of the word is illustrated by a picture, action or a real object.
Words that are used in relevant contexts fix better in childrens minds (Phillips 74).
With young learners, demonstration is vital for successful teaching. Ellis advises
that teachers should explain and demonstrate at the board the tasks that they want
children to do at the tables. For example, when using a worksheet, it can be stuck on the
board. Above all, she also mentions flashcards as an excellent aid for explanation and
presentation (Ellis).
Scott and Ytreberg also think that teachers need to use school and their
surroundings to the full (5). Harmer makes some conclusions about what a classroom
for young learners should look like. First of all, it should be bright and colourful, with
enough room for different activities to be taking place. It should be taken into account
that pupils would be working in groups in different parts of the room (Harmer, The
Practice of English Language Teaching 83).
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sparingly, because young learners are often not proficient in the mechanics of writing
yet (Phillips 7).
It is agreed that, A good primary classroom mixes play and learning in an
atmosphere of cheerful and supportive harmony (Harmer, The Practice of English
Language Teaching 83). Children love discovering things and respond well to being
asked to use their imagination. Halliwell thinks that teachers should stimulate childrens
creative imagination so that they want to use the language to share their ideas (7).
In general, young learners benefit from puzzle-like activities, making or drawing
things, games, physical movement and songs. By comparison with young learners,
young teenagers like activities built around dialogues, question-and-answer activities
and matching exercises most (Harmer, The Practice of English Language Teaching
82-83).
Phillips further adds total physical response activities, tasks that involve
colouring, cutting, and sticking, simple, repetitive stories, and simple, repetitive
speaking activities that have an obvious communicative value (7).
It is obvious that for the two age groups of learners different tasks are enjoyable
and challenging enough. I think that it is important to provide the respective learner
groups with suitable activities and approach them differently. For example, teachers
should be careful not to overwhelm young learners with grammar explanations. On the
other hand, teenagers should be challenged by other tasks than they used to be at the
lower-primary grades.
Authors also agree that good teachers should provide young learners with
enjoyable learning experiences. Phillips explains that if an activity is enjoyable, it will
be also memorable. Children will have a sense of achievement which will develop
motivation for further learning. This cyclical process generates a positive attitude
towards learning English, which is perhaps one of the most valuable things that primary
teachers can transmit to children (Phillips 8).
Since attention and concentration spans are short in young learners, variety is
necessary. Holden says that, children cannot concentrate on one thing for a long
period. Lessons should be therefore divided into a series of activities lasting no longer
than five or ten minutes (qtd. in Brewster 7-8). Other authors usually suggest that
activities for eight to ten year olds should be changed every ten minutes or more, since
their concentration span increases as they grow older.
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However, Scott and Ytreberg point out that variety in the classroom should
include not only the variety of activities, but also the variety of pace, organisation and
voice (5-6).
It is also important to help children to feel secure and content in the classroom.
Security is not an attitude or an ability, but it is essential if we want our pupils to get
the maximum out of the language lessons (Scott and Ytreberg 10). Young learners
benefit from knowing the rules and being familiar with the situation. Therefore, teachers
should create systems, routines and organize and plan their lessons thoroughly (Scott
and Ytreberg 6).
Ellis agrees that it is important to establish routines. For instance, singing a
familiar song at the beginning of a lesson ensures that, everyone starts the lesson
feeling confident and attentive (Ellis). To conclude, children respond very well to
familiar situations and activities. They like to repeat stories, rhymes or songs.
Young learners also respond strongly to music and rhythm. They are more easily
able to learn a chant or a song than a spoken text. Therefore, music and rhythm should
be an essential part of language learning for young learners. Songs, rhymes or chants
make it much easier to imitate and remember the language than words which are only
spoken. They are good to teach children the sounds and rhythm of English, to reinforce
structures and vocabulary, or to be used as total physical response activities. Besides,
children absorb much of the learning content unconsciously, so music can be also used
as a background while children are working quietly on another task (Phillips 100).
Scott and Ytreberg also emphasise the importance of listen and repeat
exercises that give the pupils a chance to experience the sounds, stress, rhythm and
intonation. When done in combination with movements or with objects or pictures, this
type of activity also helps to establish the link between words and meaning (Scott and
Ytreberg 27).
Moreover, rhymes are repetitive and have an element of fun and playing with the
language. Teachers should allow young learners to play with the language, let them talk
nonsense and experiment with words and sounds. Playing with the language this way
is very common in first language development and is a very natural stage in the first
stages of foreign language learning too (Scott and Ytreberg 5, 27).
Last but not least, teacher attitudes to young learners are essential. Twitchell
warns that teachers should be careful about not talking down to children. Of course,
when teaching children, teachers are more animated, more visibly enthusiastic and more
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physically active. However, that does not mean that teachers should not treat them as
intelligent, thoughtful people, just with a slightly more simplified vocabulary
(Twitchell Teaching Children).
Scott and Ytreberg point out that teachers need to appear to like all the pupils
equally. This is very important, because young learners have a very keen sense of
fairness (9). It is also true especially for young children that they keep their enthusiasm
and feel successful, if teachers praise them for what they do (3). Harmer agrees that
young learners need approval from the teacher to feel positive about learning. He also
mentions that the need for individual attention is very typical of young learners (The
Practice of English Language Teaching 82).
(85). Muijs and Reynolds say that, Play is important, and can help develop childrens
receptive and expressive language, as well as their skills at joint planning, negotiation,
problem-solving, and goal seeking (179).
Halliwell advocates the use of games because they set up real tasks for children.
Worthwhile and interesting things to do provide young learners with occasions for real
language use and let their subconscious mind work on the processing of language while
their conscious mind is focused on the task of playing the game. In this way, games
represent a very effective opportunity for indirect learning (6).
Khan says that, It is a principle of communicative approaches to ELT that taskbased activities enhance learning. In language learning, task-based activities are those
which stimulate effective use of language but involve no conscious analysis of
language (144). Games may be seen as tasks. If they successfully engage the learners
attention as a proper childrens game should, then learning will be supported (Khan
145).
It would be wrong to think that games are only important because they are fun.
Apart from motivational factor, that was already mentioned, they are useful partly
because the fun element creates a desire to communicate and partly because games can
create unpredictability (Halliwell 5). The language that is demanded by game-like
activities is usually unpredictable and encourages children to construct language
actively for themselves. Since childrens desire to talk is huge, teachers should let them
use the language creatively to encourage acquisition, which leads to spontaneous and
therefore more fluent use (Halliwell 5-8).
Scott and Ytreberg mention the childrens ability to absorb the language through
play and other enjoyable activities as well. They claim that how good pupils are in a
foreign language does not depend on whether they have learnt the grammar rules or not.
Very few young learners are able to cope with grammar as such, even at the age of ten
or eleven. They may be very aware and clear about the foreign language, but they are
not usually mature enough to talk about it (Scott and Ytreberg 6). That is why teaching
of young learners should include only the barest minimum of grammar that is taught as
grammar (6).
To conclude, in young learners, absorbing game-like activities should become a
solid part of teaching. These activities help internalize and acquire a new language.
However, many dimensions need to be taken into consideration for selecting and
organizing games. Games, that should form an important part of a teachers repertoire,
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need to be used considerately and their focus should match particular syllabuses and
curricula. Moreover, it is important to remember that teachers need to provide learners
with both fluency and accuracy. That is why in primary practice, teachers should
carefully balance the conscious focus on grammar with game-based procedures aimed at
indirect learning.
20
21
well. However, at its beginning after puberty, it may be irregular up to a year or two (J.
Lewis).
G. Lewis explains that these sudden and considerable changes make teenagers
very sensitive to their appearance. Therefore, their position in school society and hence
their level of self-esteem and self-confidence are closely tied to how they look (G.
Lewis 7).
Marie Vgnerov, renowned expert in developmental psychology, explores this
issue in greater detail. She views the period of adolescence as a transition between
childhood and adulthood. She also says that the most prominent is the physical
maturation, which is related to sexual maturation. The changing appearance of a
teenager is then an impulse to change in their approach to self-image. Vgnerov points
out that many changes in teenagers are primarily determined biologically. It is important
to realise that physical appearance is a significant part of identity. This is the reason
why teenagers respond to physical changes very sensitively (209-211).
Physical change can subjectively represent very different values. Some teenagers
may be proud of their maturation, while others may feel ashamed for it. Teenagers in
adolescence appear in the process of a change of bodily proportions. Since every
personality is socially represented by the physique, these changes are undoubtedly
related to changes in behaviour of people around a teenager. Reactions of adults and
peers can be varied and they logically affect teenagers self-image (Vgnerov 211212). I believe that this issue is very relevant in teachers approach towards teenagers.
Teachers should keep in mind that teenagers are very sensitive about their changing
appearance and they should act accordingly.
Vgnerov also mentions that physical and psychological maturation can
proceed at different pace. If the physical maturation process is faster than psychological
one, teenagers have often difficulties in coping with the upcoming physical changes.
She also states that early maturation is usually more demanding for girls than it is for
boys (212-213).
Physical attractiveness has its own value. It is well known that attractive
teenagers can reach better social status and are better accepted in peer groups. It is sex
that plays an important part here. In boys, from the social point of view, growth and
muscle development is commonly well accepted, because social prestige at this age is
still determined by physical strength. On the other hand, in girls, secondary sexual
characteristics become more marked than in boys and are perceived by adults as
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qualitative changes. Parents are usually afraid that their daughters will become
prematurely sexually active and thus their reactions may be negative (Vgnerov 212).
Vgnerov also warns that if teenagers do not find themselves attractive, it can
influence their further development and hierarchy of values. Generally, it is girls who
suffer from being discontented with their appearance. Teenage girls often think that they
are overweight when compared to models which often represent a contemporary ideal
of beauty. In adolescence, their body starts to take shapes which are far from
proportions of models. That is why such socio-cultural stereotypes put pressure on
teenage girls. It results in the fact that girls are constantly worried about how they look
(213-214).
I think that for the teachers to be able to address the specific needs of their
teenage students, it is very helpful to know and understand this background. From what
is mentioned in this subchapter, it is obvious that physical changes are closely
interconnected with changes in personality traits, in behaviour and consequently in
attitudes towards school. The following subchapter will continue to discuss
psychological changes in adolescence.
24
egocentric (214). Young teenagers will feel that nobody understands them because
they feel nobody has ever felt the way they do (G. Lewis 7).
Erikson understands adolescence as a phase of search and development of own
identity. According to Erikson, there are eight psychosocial crises throughout ones lifespan. Of these crises, he proposes that the identity formation is the task of adolescence
(J. Lewis).
Vgnerov adds that in the process of development of own identity, the notion of
group identity is very significant. Important part of the identity is formed by a
professional role which a teenager aims to achieve. According to Vgnerov, there is
also reflected teenagers identification with family and their set of values (251).
Therefore, the next subchapter deals with teenager identity and their place in
society.
25
26
Vgnerov concludes that on the one hand, parents find teenagers old enough to
take on more responsibilities. But on the other hand, parents still keep them in a
subordinate childs role, which often causes conflicts (237-241).
These conflicts do not mean that parent adolescent relationship is about
to breakdown. It only means relationship negotiations and that parents
need to include adolescents in making decisions and setting rules that
affect their lives and share reins with them. In families, where parents
and adolescents are trapped in distressed relationships, there is emotional
coldness, frequent angry outbursts and disagreements, unresolved
conflicts and withdrawal from family life; teens are at high risk for
various psychological and behavioural problems. (Coping up with Peer
Pressure)
Vgnerov agrees that teenagers detach themselves from their family. However,
this emancipation does not mean that emotional connections are broken. They are just
being changed. Parents are losing their privilege position and their authority becomes
rather formal (237-252).
G. Lewis sees teenagers as wavering between independence and a need for
security. Teenagers orientate themselves from family to other social groups. It is peers
who are becoming new informal authorities (3-8). Vgnerov supports this statement.
She claims that teenagers are detaching from the value system of their family.
Subsequently, social norms that are set by their peers are becoming very important.
Teenagers often prioritize peer norms over family and school norms. She further
explains that family keeps young teenagers in subordinate position, but peers are
helping them to get out of the inferior childs position. Peer group then serves as a
support for new identity (243-250).
Peer pressure is one of the most important elements during teenage years. Much
research has shown that peer pressure has a much greater impact on teenage behaviour
than any other factor. During adolescence, teenagers spend much of their time with their
friends. The interaction is direct, and much more powerful than the influence of
teachers and other authority figures (Peer Pressure).
Peer pressure tends to have more of an effect on teenage children with low selfesteem. If a child feels compelled to fit in, they may do things that go against his or her
beliefs simply to be part of the group. Thus, peer pressure may lead to experimentation
27
with drugs and alcohol, sex, skipping school, and other high-risk behaviour (Peer
Pressure).
Teenagers are exposed to the groups which have unique traits, norms, cultures or
value systems. Nevertheless, some authors state that peer pressure is not always
negative. For example, if teenagers get into the company of good friends, they benefit
from the development of a positive attitude, teamwork, and healthy values (Peer
Pressure Activities). However, the chances of peer pressure having adverse effects are
always much greater and need to be guarded against (Peer Pressure in Teenagers).
differing attitudes and viewpoints among pupils, school is universally seen in a strictly
instrumental way (16). He further mentions that, school is commonly regarded as
compulsory submission to an unwelcome discipline (Hendry 16). Its purpose is to train
pupils for work, or perhaps even just to get them through examinations which stand as a
barrier to the type of work they wish to enter.
Vgnerov agrees and says that the attitude to school is changing during
adolescence and good marks do not represent the aim any more, but are rather becoming
instruments enabling them to reach an occupation they want. That is the reason why
their motivation to learn is influenced by their future professional anticipation.
Therefore students personal prospects are reflected in their attitudes to school.
Teenagers at upper-primary grades differ in these and it gradually becomes clear who
will continue in their studies and who will serve an apprenticeship (Vgnerov 233237).
Hargreaves suggests that there are three variables important to school success. It
is the teachers conception of the pupils ability, the pupils own conception of his or her
own ability, and whether or not the pupil regards the teacher as a partner (qtd. in Hendry
10).
As it was already mentioned, teenagers are very critical of parents.
Nevertheless, the criticism relates to all authorities, including teachers. Teenagers do
not accept teachers decisions and opinions unconditionally. However, they confront
teachers opinions within the peers rather than directly with teachers. This criticism of
teachers is a natural manifestation of teenagers. They do not recognise formal
authorities and the superior teacher role ceases to be a taboo. Teenagers recognise only
what they look up to, what impresses them and what they appreciate. If they accept
teacher as an authority, it is so because of teachers character and behaviour, not
because his or her authority is confirmed by an institution (Vgnerov 233-237).
Rendl claims that teenagers appreciate a teacher, who does not proclaim his or
her superior position and authority. In a teacher, they value a good sense of humour,
ability to understand pupils and last but not least teachers effort to listen to their
opinions (qtd. in Vgnerov 234).
Vgnerov also emphasises that teenagers need teachers to be stable, both in
keeping to their promises and rules, and in their emotional state as well. She warns that
moody, capricious and nervous teachers cause tense atmosphere and conflicts start to
29
pile up (237). Hendry also mentions that teenagers often come into conflict with
teachers who are domineering and treat them like kids (15).
To sum up, teenagers prefer teachers who can keep control, have no favourites
and are fair. Teenage pupils like teachers who give interesting lessons, show interest in
pupils as individuals and do not patronize them.
30
usually very strong and the newly-found ability to hypothesize often results in seeing
theories as facts (8).
Vgnerov develops this statement further. She claims that teenagers often
consider their way of thinking as exceptional and powerful. They may get the feeling
that everything can be solved easily. What regards teenagers radical opinions,
Vgnerov understands these as protection against insecurity (216-222).
Nevertheless, during adolescence they realise that there is not only one answer to
every question, one solution to every problem and that everything is not only black or
white. When they are discussing morals and ethics, this new ability to reason is evident
and they are more tolerant than pre-adolescent children (G. Lewis 7-8).
Piaget agrees that adolescents can communicate their position on complex
ethical issues and discuss abstract terms without difficulty. They can also systematically
deduce or conclude (Piagets Theory of Cognitive Development). Vgnerov
mentions this fact that teenagers reason systematically as well. She points out that they
are able of creating hypotheses and by the means of systematic steps they are capable of
verification or disproving. She further says that they are able to combine and integrate
their thoughts (218).
G. Lewis talks about other feature that distinguishes teenagers from lowerprimary age children. Young teenagers have a longer concentration span. Therefore,
they can focus on a single project for the whole lesson and they do not require a
constant change of activity as younger pupils do (7).
31
teenagers seem to be far better learners than younger ones in most aspects of
acquisition (53).
Reviewing the literature on this subject, various studies show that teenagers
make more progress than younger learners. Second language acquisition research has
confirmed that teenagers are at an ideal age to learn. Harmer suggests that the reason
may be connected with their increased cognitive abilities which allow them to benefit
from more abstract approaches to language teaching (The Practice of English
Language Teaching 81).
Penny Ur concludes that teenagers have greater learning potential than young
learners, but they are considerably more difficult to manage and motivate (290).
Louanne Piccolo also mentions that it takes longer to establish a trusting
relationship with teenagers but once teachers find the right balance of respect and
authority, teaching teenagers can be a rewarding and fulfilling experience.
32
34
yet
cooperative,
and
are
speaking
willingly
and
Puchta and other authors are in favour of the use of humanistic teaching in
teenagers. In a humanist classroom, students should be emotionally involved in learning
and feel good about themselves. The key idea is that successful learning takes place
when students are engaged and emotionally open to new language. In humanist
approach, learning a language is as much an issue of personal identity, self-knowledge,
35
36
37
G. Lewis states that it has been only recently that EFL teachers began to
recognize the benefits of using subject-area content in their foreign language
classrooms. The goal is to learn English through content and the priority still remains
language development (11). G. Lewis adds that teachers should, encourage students to
become precise critical thinkers and to link their language study to other areas of their
education (6).
1.3.8. Group and project work with teenagers
Many authors mention that group work is appropriate for various reasons.
Teenagers are more independent and readily engage in group work. However, it needs
to be monitored closely because young teenagers often regress into more childlike
behaviour and fool around which is natural part of showing off to their classmates (G.
Lewis 8). Piccolo thinks that even though some teenagers may be quite self-conscious,
they need relationships and peer interaction.
It was mentioned before that teenagers are discovering and building up
relationships with others. Anderson advocates group work since it allows individuals
to interact with different classmates in a less stressful, collaborative atmosphere. I
agree that group work contributes to group dynamics and is very beneficial. However, I
believe that teachers need to be careful about dividing students into groups. It was
discussed already that young teenagers still tend to join same-sex groups. In my
opinion, teachers should bear this in mind and be sensitive when planning a group work.
They should try to become familiar with the friendship structure in a teenage class and
organize them accordingly so as to prevent any melodramas.
Nevertheless, team building activities should not be excluded from teaching
teenagers. Such activities should be integrated into language lessons, since they provide
teenagers with needed guidance and help to foster the community relationships.
G. Lewis says that it is useful to promote group work and collaborative learning
by the means of class projects (6). Anderson also values project work, because it offers
each individual a chance to use their individual talent to do something personally
meaningful and motivating with the language they are learning. The resulting posters
and other visuals may be displayed in the classroom, just as teenagers decorate their
rooms at home (Anderson).
39
(Lindstromberg 17). Since towards the end of a lesson concentration may be increasing
again, it is a suitable time to review the new material covered near the beginning of the
lesson (Lindstromberg 17).
More tasks should be included for any given lesson than would be if the lesson
was planned for older teenagers or adults. The tasks should be varied too not just in
topic or skill and language focus but in many other ways as well (Lindstromberg 16).
For instance, at different stages of the lesson different aims should be focused on.
Students should sometimes work individually, at other times in pairs or groups, and
from time to time, they should try cooperation with new partners. Sometimes they
should work at their desks and at other times they can stand at the board in the front or
move around. Last but not least, quiet study-like tasks should be balanced with activities
that have game-like character (Lindstromberg 16).
Lindstromberg also points out that transitions from one task to another should be
planned carefully because swift and smooth transitions often prevent possible boredom
(16). He further mentions that teenage students need to be kept fruitfully occupied.
Students who have any tendency at all to become unruly are most likely to do so if
they are not on task (Lindstromberg 18). Teachers should make sure at all times that
everyone has been assigned a useful task (or set of task options) which is within their
level of competence (Lindstromberg 18).
41
worth drawing up a contract with students. There would be listed agreed rights and
responsibilities (G. Lewis 9).
Lindstromberg emphasises the importance of student involvement in framing the
class rules as well. A basic procedure is to bring a list of suggested rules to the class as a
proposal and invite discussion, especially on the reasons for each rule. Some teachers
find it helpful to let students formally sign the contract. Consequences for violating the
rules should be drafted as well (13-14).
Taking over responsibility in school means responsibility for ones learning.
Anderson suggests to introduce measures of learner autonomy. Individual choice can be
helpful for teenagers as well (Anderson). It is recommended to inspire students to
become autonomous learners and educate them about effective learning strategies
(Lindstromberg 144).
G. Lewis points out that teenagers should be involved in setting class goals.
Teachers may negotiate syllabus with them and allow them to make suggestions about
how to conduct activities. Brainstorming is a good means to combine students ideas
with teachers expectations and pre-requisites for the class. G. Lewis further mentions
that students should be given choices (10).
42
get tense for any reason, it may be best to make a humorous remark, to change the
subject or move on to a new activity (Lindstromberg 21).
Frost recommends to remain calm and avoid personal confrontation. It is
difficult at times to maintain calmness in the face of aggression or rudeness. However,
teachers should remember that losing their temper or shouting at a student will simply
make them weaker. In the class a teacher would lose authority in front of the students.
Talking to a student in one-to-one situation after the lesson usually puts teacher in
control again (Frost). Lindstromberg agrees that teachers should avoid getting drawn
into a conflict in front of the whole class. Instead, they should provide students with
face-saving solutions. If needed, talk privately with the problem student (21-22).
Frost also points out that teachers lose credibility and respect if they do not
follow what they have promised. It is therefore important not to issue empty threats
about disciplinary actions.
44
2. Practical Part
The practical part of this thesis gives the account of a case study, which was
carried out at a primary school in Brno. The practical survey focused on the issues
described in the theoretical part.
Particularly, the aim was to provide a constructive analysis of the attitudes of
primary learners towards both school and learning English. The investigation was done
specifically with the intention to find out how the interest in learning changes when
young learners enter upper-primary grades.
This chapter reports on the current situation in the target group of young
teenagers and presents the findings of the practical study.
Finally, this part of the diploma thesis analyses the outcomes of the survey and
suggests suitable ways of improvement for the actual case at the particular primary
school.
45
46
any misinterpretations. The questions were mainly closed-ended and learners were
supposed to choose one answer to each. However, sometimes they could choose more
options as well or provide their own answers.
The questionnaire for young learners included six items to be answered, while
the one for teenagers was more complex and consisted of fourteen questions. The
questionnaires, both Czech and English versions, are to be found in the appendices
section of this diploma thesis (appendix A, B, C and D).
48
Question I:
English language subject: (choose one answer)
The learners were asked to express their opinion about the English language
subject. This question was supposed to find out the popularity of the subject and how
the teenage attitudes towards it differ from the attitudes of young learners.
English language subject
lower-primary grades
upper-primary grades
A, is my favourite
subject
15%
7%
15%
5%
9%
B, is one of my
favourite subjects
11%
41%
25%
46%
26%
C, rather belongs
among less favourite
subjects
D, I do not like at all
E, own answer
The findings of this question are quite surprising, because at first sight there are
not any significant differences in the attitudes to English language subject. The subject
is a favourite one or belongs among favourite subjects for 48% of young learners and
54% of teenagers. It seems that learners who like the subject at the lower-primary
grades continue to like it at the upper-primary grades too, and vice versa. Therefore, I
believe that the role of lower-primary teachers is very important and responsible. It is
teachers who can shape the attitudes of young learners. Lower-primary English lessons
may significantly influence the future approach of young learners to English.
However, to get a clearer insight into this issue, respondents own answers need
to be considered as well. It was 15% of both respondent groups that provided their own
answers.
Six of the young learners expressed neutral opinion about the subject and three
of them think that English is stupid or horrible. Other opinions were as follows: I love
England and would like to visit it, because English is my favourite subject. I quite like it.
49
upper-primary grades
A, is my favourite
subject
5%
7% 8%
B, is one of my
favourite subjects
8% 11%
14%
28%
43%
C, rather belongs
among less favourite
subjects
26%
50%
E, normal subject or
neutral opinion
After the learners own answers were analysed, it can be concluded that the
English language subject is more popular among teenagers than among young learners.
Considerable number of young learners even does not like English lessons at all, which
is not the case at the upper-primary grades.
Question II:
For the English language lessons it is typical: (you can choose more options)
This questionnaire item looked into the nature of English lessons. The aim was
to point out to the strengths and drawbacks of the English lessons from the learners
perspective. They were asked to mark the items that, according to their opinion,
characterize a typical English lesson. The vast majority of respondents used the
opportunity to choose more than one option. The following graph presents the results.
50
14.7%
13.0%
11.6% 12.1%
12.1%
11.6%
10.1%
11.6%
10.2%
8.8%
7.2%
6.5%
4.8%
3.1%
6.9%
6.1%
4.8%
3.5% 3.6%
3.4% 3.6%
2.0%
lower-primary
grades
upper-primary
grades
According to the learners responses, there are some notable differences between
the young and teenage learners perception of the English lessons. The collected data
prove that the transition from the lower to the upper-primary grades brings about some
significant changes in learners attitudes.
To interpret the collected information, firstly, for each of the lesson
characteristics the two respective columns of the graph were compared. Secondly, the
percentage differences were calculated so that the items could be ordered from the most
diverse to the least. Lastly, the percentages for each pair of the columns were counted
together to find out the most frequent opinions about the English lessons.
The biggest difference (6%) appeared in the answers for the item J, which asked
whether the students usually feel happy that they have learnt something new in the
51
lesson. According to the graph, it is obvious that teenagers feel more satisfied, in the
area of knowledge, after the lessons than young learners. However, young learners
might be less content because the nature of their lessons is repetitive and the curriculum
does not include learning of new material as often as the curriculum for upper-primary
grades. Generally, I think that the findings of the question confirmed that teenagers
appreciate and want to learn new things. Quite high number of teenagers (12,1%) chose
this option which suggests that the English lessons offer them possibilities to learn a lot
of new things.
The previous outcome is also supported by the contrary item K, which asked
whether the learners usually feel that they have not learnt anything from the lessons.
Only a small percentage of both groups answered this way, which shows that the
learners mostly benefit from the lessons.
The second biggest difference in answers concerned the item C. 3,4% more of
teenagers than young learners think that the English lessons are stereotypical. I think
that teenagers might be more sensitive and critical to stereotype, while young learners
might have confused the term stereotype with routine activities. However, this answer
was chosen by a relatively small number of learners when compared to other typical
features of English lessons. Therefore, it can be concluded that English lessons are a bit
stereotypical and there is some space for improvement in this area.
The items B and G are closely corresponding with the previous issue of
stereotype. 2,4% more of teenagers than young learners think that English lessons are
boring. 2% of teenagers think that the lessons are varied, while this is agreed by 4,8% of
young learners. The same percentage difference (2,8%) appears in the item H, which
asks whether the lessons are interesting. Considerably less number of teenagers than
young learners responded that they find the lessons interesting, which may go hand in
hand with their opinion on the lesson variety. To sum up, the features of boredom,
variety and attractiveness of the lessons partly suggest the possible causes of the
different attitudes between young learners and teenagers. The results reveal that
teenagers lack variety in the lessons and sometimes they are bored. This could be, in my
opinion, improved if the lessons were more varied and adjusted to be more of an interest
for teenagers than they are now.
Teenagers and young learners responded very differently to the question E,
which asked their opinion about a friendly atmosphere in the lessons. 3,3% less of
teenagers than young learners find the lesson atmosphere friendly, which shows that
52
upper-primary lessons have less favourable atmosphere than they used to have at the
lower-primary section. However, I dare to say that generally there is a nice and friendly
atmosphere in the lessons since quite a large proportion of both respondent groups
chose this answer. To make a comparison, both groups decided rather for friendly than
tense lesson atmosphere. The item F, which concerned a tense lesson atmosphere was
chosen by only a small percentage of both groups. This suggests that the lesson
atmosphere may be sometimes tense, but this feature does not get worse from lower to
upper-primary grades.
The responses to the question G concur with the findings about friendly
atmosphere. A substantial proportion of both groups answered that the lessons are
characterized by a good mood.
The results for the item A are quite surprising for me. The question asked
whether the learners have fun in the lessons and I expected the responses of the two
research groups to vary. Contrary to expectations, it can be concluded that the fun
element of the lessons does not change much when lower and upper-primary opinions
are compared. Moreover, the survey shows that a large number of both young learners
and teenagers seem to enjoy the lessons and have fun.
Finally, the most frequently chosen option was the item I, which asked about the
usefulness of the lessons, and the item L, which asked whether the learners think that
they can use the knowledge from the lessons also outside the classroom, in everyday
life. I think that these results are quite complimentary for the teachers, because if the
learners find the lessons useful, they should be also well motivated to learn English and
work hard. The findings show that the majority of learners realise that they can make
use of English in other environments than just at school. It is also nice to find out that
both teenagers and young learners appreciate the knowledge they receive in the lessons.
Question III:
How important is it for you to know English? (choose one answer)
This questionnaire item was supposed to reveal whether the knowledge of
English language is important for the learners and to what extent. It also aimed to find
out if young learners opinion changes when they are older and attend upper-primary
grades.
53
upper-primary grades
4%
A, little
8%
24%
30%
19%
35%
B, important
C, very
important
33%
47%
D, absolutely
necessary
The survey findings indicate that 77% of the teenagers rank English knowledge
as either absolutely necessary or very important, while with young learners this opinion
is represented by only 57% of their answers. The graphs show that the older the learners
are, the more important the English knowledge becomes for them. In my opinion, this is
a positive conclusion, because if teenage learners believe that English is necessary, it
should increase their intrinsic motivation.
Question IV:
Mostly, I do homework: (choose one answer)
Both groups of learners were inquired about their homework habits. This
question was aimed to find out whether they usually do homework or not and how the
attitude towards it changes between young learners and teenagers. What is more,
learners were asked to specify if they work on homework tasks individually, at home or
at school and provide the reasons for these. If they usually do not do their homework, or
if they copy it from classmates, they were asked to tell their reasons as well.
54
Mostly, I do homework
lower-primary grades
3%
upper-primary grades
0% 2% 0%
1%
3% 5%
8%
17%
13%
21%
22%
5%
11%
49%
40%
Graph 5 Homework
Firstly, I would like to present the basic findings concerning whether the learners
actually do their homework or not. The total of 95% of young learners does their
homework, but only 78% of teenagers does so. It is therefore obvious that teenagers at
the upper-primary grades are much less disciplined in their approach to homework
tasks. One of the reasons may be that parents are usually helping young learners with
their home preparation. However, 40% of teenagers says that somebody is helping them
with their homework as well.
Further, 13% of teenagers, compared to only 3% of young learners admit to copy
their homework, because they want to avoid pointless work. 3% of teenagers think that
homework is meaningless and the rest of 5% gives the following answers for not doing
the homework: I do not have time for it. Homework is sometimes too difficult and
sometimes I copy from my friends. I do not have time for it because of my leisure
activities, but I usually finish my homework on my own at school. I often forget about it.
Other data reveal that larger proportion of young learners than teenagers does
their homework individually, but at school. I think that home tasks for young learners
55
might be much easier for them and so they leave the work for school, because they
know they can manage easily.
Even though, generally, less teenagers than young learners does their homework,
quite high number of them (22%) responded that they do homework at home
individually, because they think that they learn by it. Other teenage reasons for working
individually at home: I do not want to be reproached by the teacher. I do not need any
help. It is good for revision. Because nobody else knows English at home. Young
learners presented following explanations for working individually at home: I like it.
Nobody else at home can speak English. It is important. My parents do not have time.
My mother does not have time. I want to be clever. My mother cannot speak English.
In conclusion, it seems that quite large number of teenagers view homework as
pointless work. In my opinion, they may be simply revolting against their duties or their
leisure activities may distract them from doing homework. To sum up, this research
question showed that teenagers need to be better motivated to do their homework.
Question V:
I study and do preparation for the English lessons: (choose one answer)
Learners were asked to say how often they study and do preparation for the
English lessons. I wanted to find out whether young learners approach to their home
preparation changes when they enter upper-primary grades. I also wanted to prove
Rendls research, which in the theoretical part of this thesis mentioned that 50% of
seventh graders study for lessons only when they expect tests or examinations.
56
upper-primary grades
A, continuously (from
lesson to lesson)
13%
10%
17%
28%
27%
43%
13%
49%
C, only before
examinations or tests
D, I do hardly any
preparation or
studying
The results of this questionnaire item are in accordance with Rendls findings.
Nearly 50% of teenagers study and do some preparation for the lessons only before
examinations or tests. However, from the graphs we can tell that young learners
and teenagers frequency of home preparation for the lessons does not differ very much.
I think that the lower-primary curricula are comparably easier and that is why young
learners can afford to study only when they expect to be examined. Nevertheless, this is
not the case for teenagers. I believe that if they underestimate the importance
of continuous home preparation, then they have difficulties to manage the curricula.
This issue is further analysed in the subchapter called Teenage learners where
the difficulty of curricula and possible causes for learners problems with English
are discussed in detail.
57
6%
23%
14%
15%
16%
17%
According to the survey results, it seems that the lower-primary lesson activities
are well balanced and generally popular among the young learners. According to quite
evenly distributed answers, it appears that all kinds of lesson activities are incorporated
into the English lessons. This was also confirmed in question II where young learners
answered positively about the variety of the lessons.
The collected data demonstrate the playful and competitive nature of children,
since most of them (23%) replied that they like games and competitions the best.
Drawing, colouring, making things and activities when learners move around were also
represented by a large proportion of responses. Last but not least, songs and singing,
role-plays and acting out of dialogues were among the most frequent choices as well.
58
On the other hand, the graph shows that young learners do not like it much when
the teacher brings puppets, pictures and/or other things to the lessons. It is advised, in
the theoretical part of the thesis, that teachers should use demonstration and illustration
as much as possible. However useful it may be for learning, the survey revealed that
learners do not like it very much in particular.
Lastly, working with a coursebook and learning grammar belongs among the
least popular lesson activities.
59
0.5%
4.9%
30.8%
11.5%
15.9%
35.7%
Most teenagers (35,7%) responded that school is important for them because of
the study at a secondary school and/or for their future profession. Other 15,9%
answered that school is important for them, because they learn interesting things there.
Further, some teenagers (11,5%) view school as rather important. Therefore, the total of
63,1% of teenage learners realise the importance of school in their life and the
importance of education for their future career. Since only 1% of all responses
described school as rather unimportant or useless duty which has no sense for them, the
findings of this survey item are quite satisfactory.
Personally, I believe that teenagers answered honestly and even though it may
often seem that they do not care about school and disparage its importance, the truth is
that they realise very well how important it is. However, 4,9% of respondents stated that
school is important rather for their parents than for them. Referring back to the
theoretical part of the thesis, this would confirm that some teenagers are in opposition to
the adult values and explicitly proclaim that they do not share them.
Finally, the survey results show that 30,8% of teenagers like to meet their friends
at school, which makes it important for them. This confirms that the social aspect of
school is greatly valued by teenagers. They like socializing and peers and friendships
play an essential part in their lives.
60
Question VIII:
Outside the classroom I come across and/or use English: (you can choose more options)
This question focused to find out in what situations, apart from the school
environment, teenagers come across and/or use English. Responses to question III
(importance of the English language knowledge) showed that teenagers mostly view
English knowledge as very important. Therefore, this question aimed to specify
particular areas of English usage to see when teenagers encounter and/or need English
most frequently.
6% 3%
The collected data show that teenagers most frequently deal with English when
they work or play on a computer and when they listen to music. These results prove that
computer technology and music belong among the most popular teenage activities and
interests. Therefore, I think that to increase attention and motivation levels in the upperprimary grades, it is advisable to incorporate these into the lessons more often and thus
relate the lesson content to learners lives more closely.
Further, 23% of teenagers say that they come across and/or use English when
travelling abroad and 16% of them when they watch series or films in the original
version. Thus, I think that video material or films should be sometimes used to enliven
the lessons and to motivate the learners as well.
Only 6% of respondents chose to use English when reading magazines, books
etc. In my opinion, this signifies that their level of English is not advanced enough for
this type of activity. However, teenagers occasionally work with English magazines for
61
learners in the lessons and they often continue reading at home when they are interested.
I think that it positively influences their attitudes to reading in English.
Lastly, 3% of teenage learners provided their own answers: When I meet
foreigners and they need to show the way. I teach English to my mother, because she
cannot speak it and so I want to help her. When I talk to my English relatives. I
translate computer games for my friends. I can use it anywhere. At sport events I speak
English with my foreign friends. I have a boyfriend in England.
Question IX:
Computer in English lessons: (choose a true statement for you, you can choose more
options)
This questionnaire item aimed to find out teenage attitude towards computer
usage in the English lessons.
2%
41%
47%
The results strongly confirm what was suggested in the previous question VIII.
In particular, 47% of teenagers want to work with a computer more often in the lessons.
41% of them like working with a computer, while only 2% do not. It is interesting that
10% of respondents would like their class to have its own blog or web pages, where
they would contribute to discussions and make commentaries only in English. It appears
that quite a few learners would like this idea. Therefore, I think it would be worth
assigning the creation of blog or interesting web pages as a project work to a group
of volunteers to see how well it would work and if it would motivate others to join. As it
62
was mentioned in the theoretical part of this thesis, technology usage in education has a
great potential and I would suggest to make use of it with teenagers more often.
Question X:
Compare the difficulty of the upper-primary curricula to the lower-primary curricula.
(choose one answer)
This question aimed to illuminate how teenagers perceive the difficulty
of the upper-primary curricula when compared to the lower-primary curricula. Also,
I wanted to find out whether they feel they can manage the upper-primary demands with
difficulties or rather with ease.
41%
63
To conclude, despite the fact that some learners may sometimes have problems
with more demanding curricula, it seems that the rest is very much capable of coping
with the upper-primary requirements. Therefore, the causes for their difficulties might
be rooted somewhere else, which is the focus of the following question XI.
Question XI:
When I have difficulties with English, it is mostly because: (choose one answer)
There are many possible reasons why upper-primary learners have difficulties at
school. This question aimed to find out why teenagers think they have difficulties with
English.
27%
18%
The results show that most of the teenagers (44%) admit that if they have
difficulties with English, it is mostly because they do not study at home as much as they
should. This outcome confirms the findings of question V, which revealed that
teenagers study and do preparation for the lessons irregularly and mostly only when
they expect to be examined. I believe that their undisciplined home preparation may be
the reason why they often have knowledge gaps from the previous years, which is the
case of 27% of all teenage learners. Further, 18% of respondents claim to have
difficulties with English, because they do not understand the teachers explanation.
However, quite high number of teenagers (11%) admit that they do not pay attention or
concentrate in the lessons, which may well be the reason why they do not understand
teachers explanations.
64
Question XII:
Would you study in the same way for the English lessons even if there were no marks
given? (choose one answer)
This question aimed to find out teenage attitude towards marks and whether they
represent a motivational factor for learning.
5%
18%
B, rather yes
C, I do not know
31%
33%
D, rather no
E, no, I study for the English lessons only to have good
marks
The collected data rather suggest that good marks are not the main impulse and
motivation to study. 18% of teenagers think that they would study in the same way for
the English lessons even if there were no marks given, because knowledge is more
important for them than marks are. Majority of teenagers (33%) think that they would
rather study in the same way.
However, quite high proportion of teenagers (31%) do not know if no-marking
system would change their attitude to studying. While 5% of teenagers state that they
study for the English lessons only to have good marks, 13% think that they would rather
not study in the same way, if no marks were given.
To reach a more conclusive result, I divided the undecided answers in halves.
Answers A, B and a half of answer C (15,5%) counted together give the total of 66,5%
of learners who study not only to have good marks, but also because they value the
knowledge of English.
65
Question VIII:
Would you like to learn by play like it is at the lower-primary grades? (choose one
answer)
This questionnaire item aimed to find out the teenagers attitude towards
teaching approach at the upper-primary school section. In particular, I was interested
whether they miss the aspect of play in the lessons and whether they would like to
learn by play like it is at the lower-primary grades.
B, rather yes
30%
C, rather no
39%
D, no
The results show that 23% of teenagers are very much in favour of learning by
play like it is at the lower-primary grades. The majority of responses (39%) would
rather choose to learn by play, while 30% would rather not. Only 8% answered that
they do not like the idea.
These data result in 62% of teenagers that would welcome the idea of learning
by play. I think that this points out to the fact that teenagers are still partly childish
and playful in their nature. It could be concluded that, according to the survey results,
more than half of teenagers misses the teaching approach that is applied at the lowerprimary grades and would like to return to it. Therefore, I think that teachers should
consider this finding and, if possible, they should provide teenagers with more gamelike and entertaining activities.
66
Question XIV:
I like best when I work: (choose one answer)
This question aimed to find out whether teenagers prefer working on their own,
in pairs or in groups.
54%
A, on my own
B, in a group
34%
C, in pairs
The graph shows that the majority of teenagers (54%) likes best when they work
in pairs. 34% of them prefer working in groups and the rest (12%) likes to work
individually on their own. It is therefore obvious that teenagers like to collaborate,
either in groups or in pairs. Referring back to the theoretical part of the thesis, for
various reasons group work is well recommended with teenage learners. The survey
findings prove that teenagers prefer group work tasks to individual ones. However, I
believe that all three types of work should be well balanced in the lessons, since I think
that they are equally important.
Question XV:
Evaluate your English teacher with a mark like at school. (1=I very much agree, 2=I
agree, 3=I neither agree nor disagree, 4=I disagree, 5=I very much disagree)
Give your mark to each of the items A-N.
At the primary school Masarova 11, there are three teachers teaching at the
seventh and eighth grades. Teenage learners were asked to evaluate their English
teachers qualities. They used marking system similar to the school marking scale where
1 represented the best mark and 5 was the worst assessment.
Teacher personality and teaching style is one of the main factors that influence
the happenings in the classroom. Further, the quality of teacher-learners relationship is a
67
basis for successful teaching and learning. Therefore, this question was meant to find
out what teenagers think about their teachers in general and to detect any weak
characteristics of theirs that could be improved.
This subchapter comments on each evaluated item separately and provides
illustrative graphs as well. The caption symbolises the number of teenagers that used
respective marks for assessment. To decode and analyse the results, I have decided to
focus on the marks which received more than 51% of answers, which is represented by
forty learners. These findings are, in my opinion, quite obvious to interpret. The rest of
the items I examined to see how evenly the respective marks were distributed and if
there were any deviations that I could point out.
A, The teacher is fair
This
question
asked
whether
the
42
that
0
this
is
very
good
result,
68
33
25
18
1.I very 2. I
3. I
4. I 5. I very
much agree neither disagree much
agree
agree
disagree
nor
disagree
37
25
69
41
undecided.
36
31
70
49
20
6
question
asked whether
the
teachers
32
30
12
1.I very 2. I
3. I
4. I 5. I very
much agree neither disagree much
agree
agree
disagree
nor
disagree
71
40
26
1.I very 2. I
much agree
agree
3. I
4. I 5. I very
neither disagree much
agree
disagree
nor
disagree
45
4
0
the
teachers
try
to
make
lessons
72
47
7
1
question
focused
on
very
71
73
54
44
significantly
affects
the
classroom
12
7
2
1.I very 2. I
3. I
4. I
5. I
much agree neither disagree very
agree
agree
much
nor
disagree
disagree
74
N, When I need help or advice, I can talk with him/her about it (either in private or in a
lesson)
19
10
3
1.I very 2. I
3. I
4. I 5. I very
much agree neither disagree much
agree
agree
disagree
nor
disagree
75
less homework. They agreed that sometimes it is helpful to fill in workbook exercises,
because they learn by it. However, generally, they do not see much point in doing
homework. They would prefer the tasks to be more practical and to speak more in the
lessons.
During the interview we came across the issues of teacher explanation and
behaviour towards students. They mentioned that they have problems with some
teachers of other subjects and they appeared to be quite distressed about it. However,
they all agreed that in English lessons there is no problem at all. If they do not
understand something, the teachers are always willing to explain it. In my opinion,
contrary to some other teachers, the teachers of English have managed to establish a
nice and quality teacher-learner relationship and the communication seems to work very
well.
Further, I asked about the reasons why the teenagers do not pay attention or are
not concentrated in the lessons, which they often admitted in the questionnaire. They
replied that they do not pay attention especially when they do something boring. They
would like the lessons to be more varied and enlivened, for example by some interesting
presentations. One teenager said, it is not that the learning material is boring, but rather
the teacher cant capture our attention so that we focus only on the learning.
Additionally, the teenagers get often bored when they feel that the lessons are
stereotypical. These results confirmed the facts stated in the theoretical part of this
thesis. Teenagers are generally restless and inclined to boredom, which can be helped
by good lesson planning and management.
The questionnaire results showed that some teenagers lack game-like elements
in the lessons. That is why I asked them whether they would like the lessons to be
enlivened by games. They agreed and spontaneously answered that they like computers
and would like to use them in the lessons more often. They think that computer-based
activities help them with learning and it is a good practice. Especially, they like to
create PowerPoint presentations for the English projects.
It resulted from the questionnaire answers that the teenagers would be in favour
of a suggested computer project. Particularly, the idea concerned a creation of a simple
web page or a blog. There would be discussions and the teenagers would comment on
various topics, but it would be all in English. I inquired about this idea again at the
interview and the students all liked it very much and think that most of their classmates
would be happy to join such a project.
77
To sum up, the teenagers would like more computer work in the lessons to break
the stereotype. Further, they suggested that it would be nice if the teachers sometimes
skipped examining, because they think that they have too many marks and every lesson
they are afraid who will be examined. However, in my opinion, if teachers examined
less, the learners would not be motivated to study at least for this reason and they would
be even less active in their home preparation than they are now. Generally speaking,
teenagers tend to avoid hard work unless it is necessary. That is why I think that regular
examining is essential to keep them busy and engaged so that they do not slacken.
The teenagers mentioned that they liked very much a song that a teacher brought
to the English lesson. Music, songs and related listening activities are therefore another
way to catch teenagers attention and make the lessons more interesting for them. These
findings correspond with the statements of the theoretical part of this thesis.
Lastly, we discussed their vocabulary and exercise books. Mostly, they would
prefer to have only one exercise book both for grammar and vocabulary, for apart from
these they also keep English language portfolio. Some teenagers feel that they could
take more notes into their exercise books, because they claim to learn better from their
own notes than from coursebook or workbook explanations. Thus, I asked the teachers
about this issue. They told me that they have their learners write down every new
grammar item and that exercise books are regularly checked and used. The teenagers do
not have to rewrite lists of vocabulary, but only the vocabulary that is new for them.
The teachers explained to me that the teenagers have many written exercises both in the
coursebook and workbook, which is the reason why they do not write so much into their
own exercise books. However, as it was mentioned above, apart from coursebooks,
teachers provide exercise book explanatory entries to the learners as well.
78
Conclusion
This diploma thesis focused on young and teenage learners. Teaching teenagers
is commonly believed to be a difficult task and the transition from the lower to the
upper-primary grades usually marks the breaking point when the learners attitudes
change. Therefore, the thesis aimed to analyse how these attitudes to English language
learning change with regard to adolescence.
The theoretical part of this diploma thesis dealt with characteristics, learning
potential, motivation and attitudes of both young learners and teenagers. These two
learner groups were examined also from the point of view of developmental
psychology. Further, methodology advice on how to approach and teach the two
respective groups was included as well.
The main focus was placed on teenagers, since they are undergoing physical,
psychological and social changes that significantly influence their attitudes towards
school and learning in general. The complexities of teenagers were described in detail
so that the theoretical findings could serve as the basis for the practical part of this
diploma thesis and be subsequently verified by the practical investigation.
For the research purposes of this thesis, a case study was carried out at a primary
school in Brno. The practical survey provides a constructive analysis of the studied
phenomenon of changing attitudes in primary school learners.
The research presented in this thesis confirms that young learners interest
in learning changes when they enter upper-primary grades, which is also the time when
they enter the difficult period of adolescence.
Firstly, the survey results show that teenagers are aware of the importance
of education for their lives and future careers. It can be also concluded that the older the
primary school learners are, the more they realise the significance of English
knowledge. A large proportion of teenagers think that English lessons are useful
for them and they can use the knowledge also outside the classroom, in various
contexts. For example, they mentioned computer work, listening to music and travelling
abroad. Even though they seem to value English knowledge and lessons quite highly,
the research showed that the transition between the lower and the upper-primary grades
brings about some unfavourable changes in teenage attitudes that significantly affect
both teaching and learning in teenagers.
79
81
Bibliography
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Brumfit, Christopher, Jayne Moon, and Ray Tongue. London: Thomas Nelson and
Sons Ltd, 1994. 1-18. Print.
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Halliwell, Susan. Teaching English in the Primary Classroom. Harlow: Pearson
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Hargreaves, D. H. Interpersonal Relations and Education. London: Routledge & Kegan
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Harmer, Jeremy. How to Teach English. 2nd ed. London: Pearson Education Limited,
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Haven
Teachers
Institute,
2011.
Web.
23
Jan.
<http://www.yale.edu/ynhti/curriculum/units/1991/5/91.05.07.x.html#c>.
84
2011.
85
Appendices
List of Appendices:
Appendix A:
86
Appendix A:
88
89
90
10. Would you study in the same way for the English lessons even if there were no
marks given? (choose one answer)
A, yes, knowledge is more important for me than marks
B, rather yes
C, I do not know
D, rather no
E, no, I study for the English lessons only to have good marks
11. When I have difficulties with English, it is mostly because: (choose one answer)
A, I do not study at home as much as I should
B, I do not understand the teachers explanation
C, I have knowledge gaps from the previous years
D, I do not pay attention or concentrate in the lessons
12. I like best when I work: (choose one answer)
A, on my own
B, in a group
C, in pairs
13. Computer in English lessons: (choose a true statement for you, you can choose
more options)
A, I like working with a computer
B, I would like to work with a computer more often
C, I would like our class to have own blog or interesting web pages, where I
would contribute to discussions and make commentaries only in English
D, I do not like working with a computer
14. Evaluate your English teacher with a mark like at school. (1=I very much agree,
2=I agree, 3=I neither agree nor disagree, 4=I disagree, 5=I very much
disagree) Give your mark to each of the items A-N.
A, is fair (e.g. is just in evaluation)
B, is respecting us
C, can motivate us to work and learning
D, is interested in our opinions
E, can teach us a lot
F, is friendly
G, has a natural authority
H, cares about the way s/he teaches us
I, tries to make lessons interesting
J, can establish order in a class
K, remembers our names and uses them
L, does not treat us like little kids
M, has a sense of humour
91
N, when I need help or advice, I can talk with him/her about it (either in private
or in a lesson)
92
B, nuda
C, stereotyp
D, dobr nlada
E, ptelsk atmosfra
nauil/a
F, napjat atmosfra
3. Jak moc je pro tebe dleit umt anglicky? (vyber jednu odpov)
A, mlo
B, stedn dleit
C, velmi dleit
D, nezbytn dleit
93
94
Dotaznk pro ky 7. a 8. td
Ven ci,
rda bych Vs podala o anonymn vyplnn tohoto dotaznku, kter slou k zskn
dat pro moji diplomovou prci. Jejm clem je analyzovat pstup k Z Masarova 11
ke studiu a vuce anglitiny. Vaich odpovd si velmi vm a dkuji Vm za
spoluprci.
Bc. Eva Loukotkov
studentka oboru uitelstv anglickho jazyka pro Z a J na PdF MU v Brn
1. Mj vztah k zkladn kole a jej vznam. (mete zakrtnout vce monost)
A, kola je pro m jen zbyten povinnost a nem smysl
B, kola pro m spe nen dleit
C, kola je dleit spe pro rodie ne pro m
D, kola je pro m spe dleit
E, kola je pro m dleit kvli studiu na stedn kole a/nebo budoucmu povoln
F, kola je pro m dleit, protoe se zde naum zajmav vci
G, kola je pro m dleit, protoe se zde setkvm s kamardy
2. Anglick jazyk: (vyberte jednu odpov)
A, je mj nejoblbenj pedmt
B, je jeden z mch oblbench pedmt
C, pat spe k mm neoblbenm pedmtm
D, nemm vbec rd/a
E, vlastn odpov:
3. Pro hodiny anglickho jazyka je typick: (mete zakrtnout vce monost)
A, zbava
G, hodiny jsou pestr
B, nuda
H, hodiny jsou zajmav
C, stereotyp
I, hodiny jsou uiten
D, dobr nlada
J, po hodin mm radost, e jsem se nco
novho
nauil/a
E, ptelsk atmosfra
K, po hodin mm pocit, e jsem se nic
nenauil/a
F, napjat atmosfra
L, myslm si, e znalosti z hodin mohu
uplatnit i mimo kolu, v kadodennm
ivot
4. Jak moc je pro tebe dleit umt anglicky? (vyberte jednu odpov)
A, mlo
B, stedn dleit
C, velmi dleit
D, nezbytn dleit
95
96
B, respektuje ns
E, hodn ns nau
F, je ptelsk/ptelsk
G, m pirozenou autoritu
I, um si ve td sjednat podek
Good morning and thank you for joining this discussion group. I
very much appreciate that you will help me with the research for
my diploma thesis. A few weeks ago, you were filling in a
questionnaire and Id like to ask you a few additional questions.
Firstly, Id like to ask: when you entered upper-primary grades,
what was the most difficult for you, what was different and what
changes were difficult for you and maybe caused you some
troubles?
Teenagers:
Interviewer:
Teenagers:
Yes.
Interviewer:
Teenagers:
Interviewer:
Teenagers:
Interviewer:
Teenagers:
back home. And when the weather is nice like today, I go out,
ride a bike. And in the evening, we simply do not want to study. It
is boring.
Interviewer:
Teenagers:
Yes.
Interviewer:
Ok, but do you think it is enough to study only when you expect
an exam?
Teenagers:
Interviewer:
And do you think that you have too many home tasks to do every
day?
Teenagers:
Yes. Yes. Every teacher thinks that his/her subject is the most
important, but we cant manage homework for all the subjects, it
is too much.
Interviewer:
So, every day you have homework tasks for nearly all the subjects
that you have the following day?
Teenagers:
Yes.
Interviewer:
All right. So, what would you suggest to change in the lessons so
that it would motivate you to study more regularly?
Teenagers:
99
Interviewer:
Teenagers:
Interviewer:
Ok, and if you are not concentrated in the lessons or you do not
pay attention, what is mostly the reason for this?
Teenagers:
Interviewer:
Teenagers:
Interviewer:
So, you would like to work with computers more often. Would
you like it if you were assigned a project work where you would
create a simple web page, a kind of a social network, and there
would be discussions, you could comment on various topics, but
it would be all in English.
Teenagers:
Yes.
Interviewer:
Do you think you would enjoy it and most of you would join this
project?
Teenagers:
Yes. Yes.
100
Interviewer:
And do you think that you would also learn from it?
Teenagers:
Yes. The problem is, with projects, for example Comenius, this
project is for a lot of students (the whole class) and if it was in
smaller groups it would be much better. It is always like this when
there is a lot of us. For example, we dont talk to boys much (a
girl speaking) and they want something, we want something else
and we would argue again. If the groups were smaller, we would
manage much more work in one lesson.
Interviewer:
So, with the projects, does it happen that a few students are
working and the rest just gets away with doing nothing?
Teenagers:
Not really, we ourselves divide the work, who will do what etc.
Interviewer:
All right. To sum up, youd like more computer work, to break
the stereotype somehow. And what else?
Teenagers:
Interviewer:
Teenagers:
Yes.
Interviewer:
And what about more songs and music in the English lessons?
You all like listening to music, I suppose.
Teenagers:
Interviewer:
Teenagers:
Interviewer:
Would you like it if you could choose the songs and bring them to
the lesson?
Teenagers:
Yes. Yes.
Interviewer:
Teenagers:
Interviewer:
Teenagers:
If we had only one exercise book, big one. We do not take many
notes, so we could write down only the vocabulary that we dont
know into one exercise book. Yes, we dont take many notes.
Interviewer:
Teenagers:
Interviewer:
So, youd rather have more of your own notes in your exercise
books?
Teenagers:
(Some have enough, others feel that they do not. It depends on the
teacher.) But the teacher explains well, so that we understand and
do not need many written notes.
Interviewer:
All right. Thank you very much for your time and cooperation.
Do you have anything you would like to comment on?
Teenagers:
Nothing.
Interviewer:
102
List of graphs
Graph 1
Graph 2
Graph 3
Graph 4
Graph 5
Homework
Graph 6
Graph 7
Graph 8
Graph 9
103